The Resource The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning, author

The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning, author

Label
The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning
Title
The Mathematics Emporium
Title remainder
infusion of instructional technology into college level mathematics and psychosocial factors of learning
Statement of responsibility
author
Creator
Contributor
Author
Degree supervisor
Subject
Genre
Language
eng
Summary
This manuscript-based (European style) dissertation consisted of three different, but conceptually related manuscripts. The series of manuscripts examined psychosocial factors of learning including attitude towards mathematics, motivation to learn mathematics, and satisfaction from the mathematics instruction in both redesigned and traditionally- taught college algebra courses at one of the Midwest research universities. This was a quantitative research study that used various statistical methods including exploratory factor analysis, internal replicability analysis, paired-samples t-tests, hierarchical multiple regression analysis, reliability and validity statistics. The first manuscript was an inclusive literature review that focused on course redesign{u2014}mathematics Emporium{u2014}and infusion of instructional and learning technologies into college algebra. The second manuscript focused on developing a new inventory to measure students{u2019} attitudes toward mathematics, motivation to learn mathematics, and satisfaction from the instructional practices specifically in a technology-supported mathematics education context. It focused on the psychometric properties{u2014}validity and reliability{u2014}of the Psychosocial Factors of Learning in Redesigned Introductory College Mathematics (PFL-RICM) scale. The third manuscript examined changes in psychosocial factors of learning not only in the redesigned context, but also in the traditionally-taught college algebra settings. Results of comparative analyses revealed that learners{u2019} attitudes toward technology-supported mathematics, and overall attitudes toward mathematics changed negatively in both traditionally taught and redesigned college algebra over the course of the semester. In traditionally-taught college algebra, beliefs about learning mathematics also changed significantly, but changes in learner motivation and satisfaction were not statistically significant. Attitude toward mathematics, extrinsic motivation to learn mathematics, satisfaction from technology-supported mathematics, satisfaction from instructional design and overall satisfaction of learners from college algebra changed significantly in redesigned college algebra settings. Between group comparisons resulted in significant differences on students{u2019} attitudes toward mathematics, and attitudes toward technology-supported mathematics. Learners who enrolled in traditionally-taught college algebra had higher attitudes toward mathematics scores, whereas learners who enrolled in redesigned college algebra had higher attitudes toward technology-supported mathematics
Cataloging source
UMK
http://library.link/vocab/creatorDate
1981-
http://library.link/vocab/creatorName
Demiroz, Erdem
Degree
Ph.D.
Dissertation note
(School of Education and Department of Mathematics and Statistics).
Dissertation year
2016.
Granting institution
University of Missouri-Kansas City,
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
Barger, Rita
http://library.link/vocab/subjectName
  • Mathematics
  • Mathematics
  • Education, Higher
Label
The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning, author
Instantiates
Publication
Note
  • "A dissertation in Curriculum and Instruction and Mathematics."
  • Advisor: Rita Barger
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 115-134)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction -- Course redesign and infusion of educational technology into college algebra -- Measurement of psychosocial factors of learning in the Math Emporium: scale development and assessment -- Impacts of the Math Emporium delivery model on psychosocial factors of learning in college algebra -- Discussion -- Appendix
Control code
954248191
Dimensions
unknown
Extent
1 online resource (136 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)954248191
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web
Label
The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning, author
Publication
Note
  • "A dissertation in Curriculum and Instruction and Mathematics."
  • Advisor: Rita Barger
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 115-134)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction -- Course redesign and infusion of educational technology into college algebra -- Measurement of psychosocial factors of learning in the Math Emporium: scale development and assessment -- Impacts of the Math Emporium delivery model on psychosocial factors of learning in college algebra -- Discussion -- Appendix
Control code
954248191
Dimensions
unknown
Extent
1 online resource (136 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)954248191
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web

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